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It connects CBE to state standards, learner agency, and flexibility in time, place, and pace. The guide supports Minnesota educators by reviewing relevant laws and rules, clarifying terminology, and outlining reporting and compliance systems. 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Toward that end, our mission is to advance student-centered learning for all students, by supporting teachers designing and leading schools, and by advocating for policy that catalyzes community-driven [innovation. Read more at www.educationevolving.org](innovation. Read more at www.educationevolving.org)  \nWe are immensely grateful to individuals who reviewed this report for both accuracy and readability, including those at several schools and districts in Minnesota, staff in the Minnesota Senate, and officials from the Minnesota Department of Education, including those who work in the areas of government relations, finance, online learning, college and career success, school support, gifted education, and academic standards.  \nWritten by Lars Esdal. Design and layout by Marcus Penny.  \nThis guide is an evolving product as laws and interpretations of them change. See the latest version at [www.educationevolving.org/cbe-guide](www.educationevolving.org/cbe-guide).  \nNavigating Policy for Personalized, Competency-Based Education A Guide for Minnesota Educators  \nTable of Contents  \nIntroduction 4  \nCompetency-based education and why it matters now 4  \nPurpose and intended audience for this guide 4  \nWhat the Law Says 5  \nLearning progress: standards, credits, and seat time 5  \nEnrollment and attendance 6  \nWhen learning happens 6  \nWhere learning happens 7  \nOther special programs to consider 7  \nNavigating Compliance and Reporting 9  \nThree reporting systems relevant to CBE 9  \nReporting courses, licensure, and attendance 10  \nMaking it Work: A Fictional Example 11  \nIntroduction  \nCompetency-based education and why it matters now We are living in an unprecedented time. Covid-19 exacerbated and brought attention to inequities long present in public education. Facing inconsistent access to learning over distance and many other challenges during the pandemic, students will leave this period with months of what’s been called “lost learning.”  \nAnd this loss isn’t just a missing chunk at the end of a year, but instead bits and pieces scattered throughout. This means that, short of repeating a full year, addressing these gaps presents a grave challenge for traditionally structured schools. While there are promising results from tutoring and other interventions,1 these won’t be sufficient at scale. It’s critical we look beyond only these tack-ons, and also rethink the core design of schools.  \nCompetency-based education (CBE) is one such design. It is an approach where learning is oriented around students mastering clearly articulated learning outcomes (i.e. competencies) rather than passing time in seats. In particular, the defining characteristics of CBE include:  \n● Students get the tailored support they need to address knowledge gaps and interrupted learning, and to receive enrichment and accelerated instruction when they’re ready to move on.  \n● Learning outcomes, [i.e. target](i.e. target) competencies, are designed to be aligned with state standards and include not only academic knowledge but also applicable skills.  \n● Students have flexibility in the time, place, and pace of their learning in the pursuit of their learning outcomes.  \n● Students have agency to both learn and demonstrate learning outcomes in ways that are personalized and relevant to their interests, identities, and aspirations.  \nTogether these characteristics mean CBE is well suited to address the issues of disengagement and learning loss that have always been problems, but which are particularly pressing today.  \nPurpose and intended audience for this guide  \nWe have been working with legislators on a bil","cbCaimVoghJGut5g","https://ap.wps.com/l/cbCaimVoghJGut5g","pdf",187612,16,"English","# Introduction\n## Competency-based education and why it matters now\n## Purpose and intended audience for this guide\n## What the Law Says\n## Learning progress: standards, credits, and seat time\n## Enrollment and attendance\n## When learning happens\n## Where learning happens\n## Other special programs to consider\n## Navigating Compliance and Reporting\n## Three reporting systems relevant to CBE\n## Reporting courses, licensure, and attendance\n## Making it Work: A Fictional Example","[{\"question\":\"What is competency-based education (CBE) and why does it matter now?\",\"answer\":\"CBE centers learning on students mastering clearly articulated competencies instead of progressing through seat time. The guide frames it as a design suited to address disengagement and learning loss, intensified by COVID-19 disruptions.\"},{\"question\":\"Who is this guide intended for in Minnesota?\",\"answer\":\"The guide is primarily for middle and high school teachers and administrators implementing CBE programs. It focuses on navigating laws, regulations, and reporting requirements, not on curricular or pedagogical design.\"},{\"question\":\"What policy and compliance topics does the guide cover?\",\"answer\":\"It reviews Minnesota laws and rules related to CBE, explains learning progress concepts such as standards, credits, and seat time, and addresses compliance through reporting systems. It also includes attendance and enrollment considerations and concludes with a fictional example.\"}]","Navigating Policy for Personalized, Competency-Based Education - A Guide for Minnesota Educators | PDF",1792047962]